This authoritative volume presents a collection of classic and contemporary research articles examining the common ground that all academic economists share: the college classroom. This compilation includes readings covering all aspects of modern economic education research – from building theoretical models of student learning, to evaluating the long-run impact of economic knowledge on individual behavior. The articles are organized to serve as a comprehensive guide for researchers who are interested in conducting classroom research. Specific attention is given to the growing literature that evaluates the effectiveness of modern technology and alternative pedagogies on student learning of economics. With an original introduction by the editor, this volume brings together – for the first time in one place – an essential collection of economic education research by the leading authors in the field.
Arvustused
Bringing to bear years of experience and expertise as editor, scholar, teacher, and champion of economic education, Grimes skillfully distills the literature to assemble a guidebook for the thoughtful instructor who wants to teach with technique informed by evidence. This collection contains the jewels in the crown of economic education research and also serves as a primer for young scholars looking for a comprehensive overview of past work and a launch point for their own scholarly pursuits in the field. -- Gail Hoyt, University of Kentucky, US
Contents:
Acknowledgments
Introduction Paul W. Grimes
PART I THE NATURE AND SCOPE OF ECONOMIC EDUCATION RESEARCH
A. Teaching Economics: Why?, How?
1. George J. Stigler (1970), The Case, if Any, for Economic Literacy,
Journal of Economic Education, 1 (2), Spring, 7784
2. Michael K. Salemi and John J. Siegfried (1999), The State of Economic
Education, American Economic Review: Papers and Proceedings, 89 (2), May,
35561
3. David Colander (2004), The Art of Teaching Economics, International
Review of Economics Education, 3 (1), 6376
B. Overview of the Economic Education Research Literature
4. John J. Siegfried and Rendigs Fels (1979), Research on Teaching College
Economics: A Survey, Journal of Economic Literature, XVII (3), September,
92369
5. William E. Becker (1997), Teaching Economics to Undergraduates, Journal
of Economic Literature, XXXV (3), September, 134773
6. Sam Allgood, William B. Walstad and John J. Siegfried (2015), Research on
Teaching Economics to Undergraduates, Journal of Economic Literature, 53
(2), June, 285325
PART II THE ECONOMIC EDUCATION RESEARCH PARADIGM
A. Cognitive and Attitudinal Instruments
7. William B. Walstad (1987), Measurement Instruments, in William E. Becker
and William B. Walstad (eds), Econometric Modeling in Economic Education
Research,
Chapter 5, Boston, MA, USA: Kluwer-Nijhoff Publishing, 7398
8. William B. Walstad and Ken Rebeck (2008), The Test of Understanding of
College Economics, American Economic Review: Papers and Proceedings, 98 (2),
May, 54751
9. William B. Walstad and Jamie Wagner (2016), The Disaggregation of
Value-Added Test Scores to Assess Learning Outcomes in Economics Courses,
Journal of Economic Education, 47 (2), 12131
10. John C. Soper and William B. Walstad (1983), On Measuring Economic
Attitudes, Journal of Economic Education, 14 (4), Fall, 417
B. Modeling Economics Instruction
11. Dale Van Metre (1976), A Learning Theory for Economics Instructional
Development, Journal of Economic Education, 7 (2), Spring, 95103
12. William E. Becker, Jr. (1983), Economic Education Research: Part I,
Issues and Questions, Journal of Economic Education, 14 (1), Winter,
1017
13. William E. Becker, Jr. (1983), Economic Education Research: Part II, New
Directions in Theoretical Model Building, Journal of Economic Education, 14
(2), Spring, 410
C. Issues in Empirical Analysis
14. William E. Becker, Jr. (1983), Economic Education Research: Part III,
Statistical Estimation Methods, Journal of Economic Education, 14 (3),
Summer, 415
15. William E. Becker, Jr. (1982), The Educational Process and Student
Achievement Given Uncertainty in Measurement, American Economic Review, 72
(1), March, 22936
16. William E. Becker and William B. Walstad (1987), Statistical Methods in
Economic Education Research, in Econometric Modeling in Economic Education
Research,
Chapter 1, Boston, MA, USA: Kluwer-Nijhoff Publishing, 117
17. William E. Becker and William B. Walstad (1990), Data Loss from Pretest
to Posttest as a Sample Selection Problem, Review of Economics and
Statistics, 72 (1), February 18488
18. Nan L. Maxwell and Jane S. Lopus (1994), The Lake Wobegon Effect in
Student Self-Reported Data, American Economic Review: Papers and
Proceedings, 84 (2), May, 2015
PART III PEDAGOGY: TRADITIONAL AND ALTERNATIVE METHODS
A. Traditional Lectures
19. Phillip Saunders and Arthur L. Welsh (1998), Lectures as an
Instructional Method, in William B. Walstad and Phillip Saunders (eds),
Teaching Undergraduate Economics: A Handbook for Instructors,
Chapter 12, New
York, NY, USA: Irwin McGraw Hill, 16783
20. Alan Green (2014), The Case for the Traditional Classroom,
International Review of Economics Education, 16 (B), May, 8799
B. Classroom Techniques
21. Scott Simkins and Mark Maier (2009), Using Pedagogical Change to Improve
Student Learning in the Economics Major, in David Colander and KimMarie
McGoldrick (eds), Educating Economists: The Teagle Discussion on
Re-evaluating the Undergraduate Economics Major, Part 3,
Chapter 8,
Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing, 8391
22. Mark H. Maier, KimMarie McGoldrick and Scott P. Simkins (2012), Starting
Point: Pedagogic Resources for Teaching and Learning Economics, Journal of
Economic Education, 43 (2), 21520
23. William E. Becker and Michael Watts (1996), Chalk and Talk: A National
Survey on Teaching Undergraduate Economics, American Economic Review: Papers
and Proceedings, 86 (2), May, 44853
24. William B. Walstad (2010), Findings from a Teaching Innovation Program
for Economics Faculty, in Michael K. Salemi and William B. Walstad (eds),
Teaching Innovations in Economics: Strategies and Applications for
Interactive Instruction,
Chapter 11, Cheltenham, UK and Northampton, MA, USA:
Edward Elgar Publishing, 24361
PART IV EVALUATING PEDAGOGICAL INNOVATION IN THE CLASSROOM
A. Classroom Experiments and Games
25. Yvonne Durham, Thomas McKinnon and Craig Schulman (2007), Classroom
Experiments: Not Just Fun and Games, Economic Inquiry, 45 (1), January,
16278
26. Tisha L. N. Emerson and Linda K. English (2016), Classroom Experiments:
Teaching Specific Topics or Promoting the Economic Way of Thinking?, Journal
of Economic Education, 47 (4), 28899
B. Flipped Classrooms
27. Rita A. Balaban, Donna B. Gilleskie and Uyen Tran (2016), A Quantitative
Evaluation of the Flipped Classroom in a Large Lecture Principles of
Economics Course, Journal of Economic Education, 47 (4), 26987
28. Neal H. Olitsky and Sarah B. Cosgrove (2016), The Better Blend? Flipping
the Principles of Microeconomics Classroom, International Review of
Economics Education, 21, January, 111
C. Cooperative and Team-Based Learning
29. Tisha L. N. Emerson, Linda K. English and KimMarie McGoldrick (2015),
Evaluating the Cooperative Component in Cooperative Learning: A
Quasi-Experimental Study, Journal of Economic Education, 46 (1), 113
30. Paul L. Hettler (2015), Student Demographics and the Impact of
Team-Based Learning, International Advances in Economic Research, 21 (4),
November, 41322
D. Student Assessment Strategies
31. KimMarie McGoldrick and Peter W. Schuhmann (2016), The Impact of
Challenge Quizzes on Student Knowledge, American Economic Review: Papers and
Proceedings, 106 (5), May, 37377
32. William Lee, Richard H. Courtney and Steven J. Balassi (2010), Do Online
Homework Tools Improve Student Results in Principles of Microeconomics
Courses?, American Economic Review: Papers and Proceedings, 100 (2), May,
28386
33. Trien Nguyen and Angela Trimarchi (2010), Active Learning in
Introductory Economics: Do MyEconLab and Aplia Make Any Difference?,
International Journal for the Scholarship of Teaching and Learning, 4 (1),
118
E. Alternative Approaches to Course Structures and Course Content
34. Elisabeth Allison (1975), Self-Paced Instruction: A Review, Journal of
Economic Education, 7 (1), Fall, 512
35. Kim P. Huynh, David T. Jacho-Chávez and James K. Self (2010), The
Efficacy of Collaborative Learning Recitation Sessions on Student Outcomes,
American Economic Review: Papers and Proceedings, 100 (2), May, 28791
36. Vincent G. Munley, Eoghan Garvey and Michael J. McConnell (2010), The
Effectiveness of Peer Tutoring on Student Achievement at the University
Level, American Economic Review: Papers and Proceedings, 100 (2), May,
27782
37. Paul W. Grimes and Paul S. Nelson (1998), The Social Issues Pedagogy vs.
the Traditional Principles of Economics: An Empirical Examination, American
Economist, 42 (1), Spring, 5664
38. Donna B. Gilleskie and Michael K. Salemi (2012), The Cost of Economic
Literacy: How Well Does a Literacy-Targeted Principles of Economics Course
Prepare Students for Intermediate Theory Courses?, Journal of Economic
Education, 43 (2), 11132
F. Blended Classrooms
39. Aaron Swoboda and Lauren Feiler (2016), Measuring the Effect of Blended
Learning: Evidence from a Selective Liberal Arts College, American Economic
Review: Papers and Proceedings, 106 (5), May, 36872
40. Carlos J. Asarta and James R. Schmidt (2017), Comparing Student
Performance in Blended and Traditional Courses: Does Prior Academic
Achievement Matter?, The Internet and Higher Education, 32, January,
2938
PART V THE ROLE OF TECHNOLOGY
A. Television and Video
41. Campbell R. McConnell (1968), An Experiment with Television in the
Elementary Course, American Economic Review: Papers and Proceedings, 58 (2),
May, 46982
42. Elisabeth K. Allison (1976), The Use of Video in Economic Education,
Journal of Economic Education, 8 (1), Fall, 2736
43. Paul W. Grimes, Timothy L. Krehbiel, Joyce E. Nielsen and James F. Niss,
(1989), The Effectiveness of Economics U$A on Learning and Attitudes,
Journal of Economic Education, 20 (2), Spring, 13952
44. Caroline Elliott and David Neal (2016), Evaluating the Use of Lecture
Capture Using a Revealed Preference Approach, Active Learning in Higher
Education, 17 (2), July, 15367
B. Computer Assisted and Computer Managed Instruction
45. Donald W. Paden, Bruce R. Dalgaard and Michael D. Barr (1977), A Decade
of Computer-Assisted Instruction, Journal of Economic Education, 9 (1),
Fall, 1420
46. James W. Marlin, Jr. and James F. Niss (1982), The Advanced Learning
System, a Computer-managed, Self-paced System of Instruction: An Application
in Principles of Economics, Journal of Economic Education, 13 (2), Summer,
2639
47. Paul W. Grimes and Margaret A. Ray (1993), Economics: Microcomputers in
the College Classroom A Review of the Academic Literature, Social Science
Computer Review, 11 (4), Winter, 45263
C. The Internet and Online Instruction
48. Peter Navarro (2015), How Economics Faculty Can Survive (and Perhaps
Thrive) in a Brave New Online World, Journal of Economic Perspectives, 29
(4), Fall, 15575
49. Byron W. Brown and Carl E. Liedholm (2002), Can Web Courses Replace the
Classroom in Principles of Microeconomics?, American Economic Review: Papers
and Proceedings, 92 (2), May, 44448
50. Dennis Coates, Brad R. Humphreys, John Kane and Michelle A. Vachris
(2004), No Significant Distance between Face-to-Face and Online
Instruction: Evidence from Principles of Economics, Economics of Education
Review, 23 (5), October, 53346
51. Abhijit V. Banerjee and Esther Duflo (2014), (Dis)Organization and
Success in an Economics MOOC, American Economic Review: Papers and
Proceedings, 104 (5), May, 51418
D. Podcasts and Social Media
52. Rebecca Moryl (2013), T-Shirts, Moonshine, and Autopsies: Using Podcasts
to Engage Undergraduate Microeconomics Students, International Review of
Economics Education, 13, May, 6774
53. Abdullah Al-Bahrani, Darshak Patel and Brandon Sheridan (2015), Engaging
Students Using Social Media: The Students Perspective, International Review
of Economics Education, 19, May, 3650
PART VI STUDENTS
A. Aptitudes and Behavior
54. Peter W. Schuhmann, KimMarie McGoldrick and Robert T. Burrus (2005),
Student Quantitative Literacy: Importance, Measurement, and Correlation with
Economic Literacy, American Economist, 49 (1), Spring, 4965
55. William Bosshardt (2004), Student Drops and Failure in Principles
Courses, Journal of Economic Education, 35 (2), Spring, 11128
56. Carlos Dobkin, Ricard Gil and Justin Marion (2010), Skipping Class in
College and Exam Performance: Evidence from a Regression Discontinuity
Classroom Experiment, Economics of Education Review, 29 (4), August,
56675
57. Joe Kerkvliet (1994), Cheating by Economics Students: A Comparison of
Survey Results, Journal of Economic Education, 25 (2), Spring, 12133
58. Wayne A. Grove and Tim Wasserman (2006), Incentives and Student
Learning: A Natural Experiment with Economics Problem Sets, American
Economic Review: Papers and Proceedings, 96 (2), May, 44752
B. Gender and Race
59. William B. Walstad and Denise Robson (1997), Differential Item
Functioning and Male-Female Differences on Multiple-Choice Tests in
Economics, Journal of Economic Education, 28 (2), Spring, 15571
60. Elizabeth J. Jensen and Ann L. Owen (2000), Why Are Women Such Reluctant
Economists? Evidence from Liberal Arts Colleges, American Economic Review:
Papers and Proceedings, 90 (2), May, 46670
61. Sue K. Stockly (2009), Is Race a Determinant of Student Performance in
Economics?, Review of Black Political Economy, 36 (34), DecemberJanuary,
18195
C. Psychological Considerations
62. Andrea L. Ziegert (2000), The Role of Personality Temperament and
Student Learning in Principles of Economics: Further Evidence, Journal of
Economic Education, 31 (4), Fall, 30722
63. Paul W. Grimes (2002), The Overconfident Principles of Economics
Student: An Examination of a Metacognitive Skill, Journal of Economic
Education, 33 (1), Winter, 1530
64. Lester Hadsell (2010), Achievement Goals, Locus of Control, and Academic
Success in Economics, American Economic Review: Papers and Proceedings, 100
(2), May, 27276
65. Mary Ellen Benedict and John Hoag (2002), Whos Afraid of Their
Economics Classes? Why Are Students Apprehensive about Introductory Economics
Courses? An Empirical Investigation, American Economist, 46 (2), Fall,
3144
66. Paul W. Grimes, Meghan J. Millea and Thomas W. Woodruff (2004), Grades
Whos to Blame? Student Evaluation of Teaching and Locus of Control, Journal
of Economic Education, 35 (2), Spring, 12947
PART VII INSTRUCTORS
67. Florian Hoffmann and Philip Oreopoulos (2009), Professor Qualities and
Student Achievement, Review of Economics and Statistics, 91 (1), February,
8392
68. Eric P. Bettinger and Bridget Terry Long (2005), Do Faculty Serve as
Role Models? The Impact of Instructor Gender on Female Students, American
Economic Review: Papers and Proceedings, 95 (2), May, 15257
69. William B. Walstad and William E. Becker (2010), Preparing Graduate
Students in Economics for Teaching: Survey Findings and Recommendations,
Journal of Economic Education, 41 (2), 20210
70. Georg Schaur, Michael Watts and William E. Becker (2008), Assessment
Practices and Trends in Undergraduate Economics Courses, American Economic
Review: Papers and Proceedings, 98 (2), May, 55256
71. Sam Allgood and William B. Walstad (2013), How Economists Allocate Time
to Teaching and Research, American Economic Review: Papers and Proceedings,
103 (3), May, 65458
PART VIII LONG-RUN EFFECTS OF ECONOMICS INSTRUCTION
72. William B. Walstad and Ken Rebeck (2002), Assessing the Economic
Knowledge and Economic Opinions of Adults, Quarterly Review of Economics and
Finance, 42 (5), 92135
73. Sam Allgood, William Bosshardt, Wilbert van der Klaauw and Michael Watts
(2011), Economics Coursework and Long-Term Behavior and Experiences of
College Graduates in Labor Markets and Personal Finance, Economic Inquiry,
49 (3), July, 77194
Index
Edited by Paul W. Grimes, Professor of Economics and Dean, Kelce College of Business, Pittsburg State University and Emeritus Professor of Economics, College of Business, Mississippi State University, US
